The Lifesaving Society leadership training system is a
multi-level, competency-based system designed to encourage and
support the development of progressively skilled and knowledgeable
Lifesaving Society instructors - at all levels.
Leadership courses have prerequisite awards, which must be
completed prior to attempting the course. There is no grace period
for age prerequisites: candidates must be the required minimum age
prior to the conclusion of the course.
Focus on competency
The Society's leadership training focuses on
developing the essential knowledge, skills, behaviours and values
the Society expects its instructors to possess in order to do their
jobs successfully. While performance standards vary by level,
curriculum standards in all leadership certifications focus on the
following 13 competencies which are woven into the curriculum
standards and course guides of each leadership certification:
Lifesaving Society knowledge: The Society
expects its instructors to support and help achieve the mission,
vision and values of the Lifesaving Society.
Curriculum knowledge: The Society expects its
instructors to deliver Lifesaving Society programs accurately and
Ethics and valuing diversity: The Society
expects its instructors to demonstrate ethical, responsible and
professional behaviour while representing the Society; and to
respect and honour the diverse needs of candidates.
Learner characteristics: The Society expects
its instructors to create learner-centred environments suitable to
the developmental needs, abilities and interests of all
Health and safety: The Society expects its
instructors to contribute to a safe workplace and learning
Planning: The Society expects its instructors
to plan, organize and supervise a group in a way that promotes
Communicating: The Society expects its
instructors to communicate clearly and thoughtfully.
Teamwork and collaborating: The Society expects
its instructors to work cooperatively with others to achieve
Problem-solving and decision-making: The
Society expects its instructors to think through problems and make
rational, informed decisions.
Presentation skills: The Society expects its
instructors to present information accurately and in a way that
Facilitating and mentoring: The Society expects
its instructors to employ learner-centred teaching methods and
Evaluating: The Society expects its instructors
to evaluate learner progress and achievement.
Skill demonstrations: The Society expects its
instructors to show technical knowledge of skills through practical
Expectations and performance requirements
Lifesaving Society leadership training progressions recognize
that there are different stages in the growth and development of
instructors from beginner to expert. In introductory instructor
certifications, curriculum focuses on equipping new instructors
with the essential basics they need to do their job.
As one advances through the Society's leadership system, the
nature of the leadership job changes and so do the Society's
expectations. What we expect a Lifesaving Instructor to do is very
different than what we expect an Instructor Trainer to do. These
two jobs demand different levels of proficiency. These differences
are expressed in the Learning Outcomes and Performance Requirements
of the various leadership certifications.